The formation of middle school students' moral quality stems from their experience, knowledge and perception of life, and only educational activities from real life can trigger their inner moral feelings, real rather than false moral experience and moral understanding. Therefore, the formation of good moral character must be in the process of students' life, not outside life. "Education returns to life" is the basic concept of "life as the source and life as the foundation" put forward by the new curriculum reform. This will inevitably lead to the return of moral education classroom. This requires teachers to pay full attention to students' real life in classroom teaching, strive to make students come to moral education classroom with real-life problems and interest in exploring life, encourage students to explore independently, and promote the unity of knowledge and practice of ideology and morality through students' moral education practice and life practice. To this end, I have made some explorations on the operation mode of classroom teaching of ideological and moral life in middle schools. First, create life-oriented teaching content. The life of classroom teaching mainly refers to the life of teaching content, and creating the life of classroom teaching is an effective means to realize the life of classroom teaching. By creating a life-oriented situation close to students' reality, we can move life into the classroom and reproduce the teaching content with life-oriented scenes, so that students can experience life again, be infected emotionally and have emotional resonance.

For example, in the teaching of "take care of nature, start with me", in order to enhance students' understanding of the significance of respecting life and protecting biodiversity, I organized students to rehearse the sitcom "Game Restaurant": Kobayashi's family went out for an outing on weekends. At noon, my father suggested going to a famous local game restaurant to eat game, and Xiaolin and his mother responded positively. In the restaurant, Kobayashi asked questions because he found many kinds of wildlife protected by the state on the menu, and the boss replied. Should we eat wild animals? Why? What would you do if someone invited you to eat game? What would you do if you found someone killing or selling animals protected by the state?

By creating life scenes, we can reproduce life in classroom teaching, fully mobilize students' enthusiasm for teaching, stimulate students' desire and demand for experience, and let students unconsciously enter this realm in a specific educational environment to feel, experience and explore, so as to achieve the internalization effect of self-perception, self-cognition and self-education.

Second, create living space and organize living forms. By creating vivid learning space and simulating real life environment, students can be exposed to familiar life environment to carry out teaching activities. Without the high platform and transplantable seating arrangement, all kinds of constraints imposed on students in previous classroom teaching have been released, providing a more relaxed atmosphere for students' study.

For example, in the teaching of "Facing the ever-changing social life", I took my desk away, made the chair into a semicircle, imitated CCTV to tell the truth, and created a familiar life atmosphere for the students. I organized the classroom teaching into a talk show, with the teacher as the host, and each group selected one student as the guest and the rest as the audience. In class, the guests and the audience talked about the changes in all aspects of social life, and we middle school students.

In life-oriented classroom teaching, students' communication is more real, teachers and students are more harmonious, and students talk about what I think, what I think, what I worry about, and what I suspect. Teachers and students, students and students are harmonious close friends, and the classroom is filled with a relaxed, democratic and pleasant atmosphere.